Auswahl der wissenschaftlichen Literatur zum Thema „Class of 2014“
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Zeitschriftenartikel zum Thema "Class of 2014"
Naska, Isral. „Is Arabic Worth to Teach?“ Modality Journal: International Journal of Linguistics and Literature 3, Nr. 1 (30.06.2023): 48. http://dx.doi.org/10.30983/mj.v3i1.6304.
Der volle Inhalt der QuelleSuryani, Yulinda Erma. „Pemetaan kualitas empirik soal ujian akhir semester pada mata pelajaran Bahasa Indonesia SMA di Kabupaten Klaten“. Jurnal Penelitian dan Evaluasi Pendidikan 21, Nr. 2 (30.12.2017): 142–52. http://dx.doi.org/10.21831/pep.v21i2.10725.
Der volle Inhalt der QuelleGunter, Melissa D. „Riding the RAFT“. Mathematics Teaching in the Middle School 22, Nr. 3 (Oktober 2016): 172–75. http://dx.doi.org/10.5951/mathteacmiddscho.22.3.0172.
Der volle Inhalt der QuelleKersten, Luke. „Music and Cognitive Extension“. Empirical Musicology Review 9, Nr. 3-4 (05.01.2015): 193. http://dx.doi.org/10.18061/emr.v9i3-4.4315.
Der volle Inhalt der QuelleSavage, Mike, Fiona Devine, Niall Cunningham, Sam Friedman, Daniel Laurison, Andrew Miles, Helene Snee und Mark Taylor. „On Social Class, Anno 2014“. Sociology 49, Nr. 6 (11.06.2014): 1011–30. http://dx.doi.org/10.1177/0038038514536635.
Der volle Inhalt der QuelleKarim, Abdul. „The Analysis Of Sharia Banks Soundness Level Using RGEC Method“. Economics and Business Solutions Journal 2, Nr. 1 (05.10.2018): 1. http://dx.doi.org/10.26623/ebsj.v2i1.939.
Der volle Inhalt der QuelleSafi'ah, Ranti. „Upaya Pengembangan Madrasah Ibtidaiyah Ma’arif Bego dari Tahun Ajaran 2011/2012 – 2014/2015“. Jurnal Pendidikan Madrasah 2, Nr. 2 (15.12.2017): 235. http://dx.doi.org/10.14421/jpm.2017.22-02.
Der volle Inhalt der QuelleJin, Tian, Lu Zhao, Zhe-Bin Zheng, Xiao Liu, Liang Sun und Jia-Fu Lin. „Recent Advances in the Total Synthesis of Clavaminols“. Synthesis 50, Nr. 23 (18.10.2018): 4569–76. http://dx.doi.org/10.1055/s-0037-1610305.
Der volle Inhalt der QuelleOlstein, Katherine. „Class of 2014 IEEE Fellows [People]“. IEEE Solid-State Circuits Magazine 6, Nr. 2 (2014): 66. http://dx.doi.org/10.1109/mssc.2014.2316076.
Der volle Inhalt der QuelleRochman, Fathur, Irwan Jatmiko und Zulkarnaen Fahmi. „DINAMIKA INDUSTRI RAWAI TUNA DI PELABUHAN BENOA“. Marine Fisheries : Journal of Marine Fisheries Technology and Management 9, Nr. 2 (27.11.2018): 209. http://dx.doi.org/10.29244/jmf.9.2.209-220.
Der volle Inhalt der QuelleDissertationen zum Thema "Class of 2014"
Conforti, Giovanni, Pra Paolo Dai und Sylvie Roelly. „Reciprocal class of jump processes“. Universität Potsdam, 2014. http://opus.kobv.de/ubp/volltexte/2014/7077/.
Der volle Inhalt der QuelleHerrmann, Jana. „Ken Loach : voice of the working class“. Bachelor's thesis, Universität Potsdam, 2014. http://opus.kobv.de/ubp/volltexte/2014/7198/.
Der volle Inhalt der QuelleKen Loach ist seit mehr als fünf Jahrzehnten ein wichtiger Teil der britischen Filmszene. Längst hat seine Arbeit auch international Anerkennung gefunden und wurde mit vielen renommierten Auszeichnungen bedacht. Einige seiner Filme liefen sogar an den Kinokassen recht erfolgreich, trotzdem ist er für viele Menschen noch immer kein Begriff. Das ist sehr bedauerlich, denn Loach gehört zweifelsohne zu den ganz Großen in seinem Fach. Diese Arbeit soll aufzeigen, worin seine Filme sich von den Werken anderer Regisseure unterscheiden und warum sie so wertvoll sind. Loachs Werdegang lässt sich grob in drei Phasen unterteilen, welche im ersten Teil der Arbeit näher beschrieben werden. Anschließend wurden drei Beispiele ausgewählt, mit deren Hilfe Loachs Arbeitsweise und die dadurch erzielte Wirkung veranschaulicht werden. Den Filmen Kes (1969),Riff-Raff (1991) und My Name Is Joe (1998) ist in chronologischer Reihenfolge jeweils ein Kapitel gewidmet, um auf diese Weise auch eine Entwicklung in Loachs Laufbahn nachvollziehen zu können. Die Inhalte und die Hintergründe der einzelnen Filme werden zunächst kurz erläutert, um dann anschließend auf wichtige Aspekte von Loachs Schaffen anhand der Beispiele einzugehen.
Larouche, Tremblay François. „Analyse détaillée du fonctionnement interne du schéma de surface CLASS“. Master's thesis, Université Laval, 2014. http://hdl.handle.net/20.500.11794/25359.
Der volle Inhalt der QuelleCanadian Land Surface Scheme
Marek, Greta I., und Laura Dower. „Integrating Test-Enhanced Learning into a 2014 BSN Foundations of Nursing Class: A Pilot Project“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8406.
Der volle Inhalt der QuelleFurtado, Claudio Oliveira. „Ações afirmativas na sociedade de classes: um estudo sobre o ingresso do negro na Unioeste (2014-2016)“. Universidade Estadual do Oeste do Paraná, 2018. http://tede.unioeste.br/handle/tede/3893.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This paper addresses the affirmative actions in Brazil aimed at the black population, within the class society, taking into account the challenges, perspectives of access in undergraduate courses, with reference to Unioeste. It is a bibliographical and documentary research whose exposition is organized in three chapters. The theoretical-methodological method that guided this work is given by the analysis of the society of classes, understanding how the blacks are inserted in its interior. We recognize the Negro not as a social group apart, but as a constituent part of the whole working class. The implementation of the reserve system of vacancies/ quotas in public universities has been presented as a promoter of the democratization of access to opportunities in higher education. Despite the legislation and new public policies implemented in the last decades, such initiatives are still insufficient in the face of the reality of inequalities and social exclusion, since such policy is the subject of many discussions and controversies reducing the subject to a simplistic view, against or in favor Studying social practices, we try to get out of this polarization to understand the interpretations about blacks in the History of Education. From this historiographical analysis we find that they have been inferior in traditional history. When analyzing the black, in the work and in the school education from the beginning of the Brazilian colonization, we verified some paradoxes, like its reduced participation in the formal education, and its later attempt of inclusion. Despite being the majority of the Brazilian population, the black presence in the Brazilian Higher Education is very low in relation to the whites, mainly in the Unioeste campuses. After several centuries of the discovery of Brazil, the socioeconomic differences between whites and blacks remain. With the approval of Law nº. 12,711, of August 29, 2012, which allocates 50% of vacancies to self-declared candidates, blacks, brown or indigenous people, it has resumed debates on affirmative action, not only at an educational level, but also at a social level. The process of implementing this Law points to the need to problematize the racial question within the universities. Based on this perspective, this research questions whether the policy of reserving vacancies / quotas really contributes to the democratization of access and permanence in higher education.
Este trabalho aborda as ações afirmativas no Brasil voltadas à população negra, no interior da sociedade de classes, levando em conta os desafios, perspectivas de acesso nos cursos de graduação, tendo como referência a Unioeste. Trata-se de uma pesquisa bibliográfica e documental cuja exposição está organizada em três capítulos. O método teórico-metodológico que norteou este trabalho se dá pela análise da sociedade de classes, compreendendo como os negros estão inseridos em seu interior. Reconhecemos o negro não como um grupo social a parte, mas como parte constitutiva de toda a classe trabalhadora. A implementação do sistema de reserva de vagas/cotas nas universidades públicas vem sendo apresentada como promotora da democratização do acesso às oportunidades na educação superior. Apesar da legislação e das novas políticas públicas implementadas nas últimas décadas, tais iniciativas ainda são insuficientes diante da realidade tecida de desigualdades e exclusão social, visto que tal política é objetos de muitas discussões e polêmicas reduzindo o assunto a uma visão simplista, de contra ou a favor. Estudando as práticas sociais, procuramos sair dessa polarização para compreender as interpretações sobre os negros na História da Educação. A partir dessa análise historiográfica constatamos que eles estiveram inferiorizados na história tradicional. Ao analisarmos o negro, no trabalho e na educação escolar desde o início da colonização brasileira, constatamos alguns paradoxos, como a sua participação reduzida no ensino formal, e sua posterior tentativa de inclusão. Mesmo sendo a maioria da população brasileira, a presença negra no Ensino Superior brasileiro é muito baixa em relação aos brancos, principalmente nos campi da Unioeste. Passados vários séculos do descobrimento do Brasil, as diferenças socioeconômicas entre brancos e negros permanecem. Com aprovação da Lei de nº 12.711, de 29 de agosto de 2012, que destina 50% das vagas para candidatos autodeclarados pretos, pardos ou indígenas reiniciou os debates sobre ações afirmativas não somente em nível educacional, mas também social. O processo de implementação desta Lei aponta para a necessidade de problematizar a questão racial no interior das universidades. Com base nessa perspectiva, esta pesquisa questiona se a política de reserva de vagas/cotas realmente contribui para a democratização do acesso e permanência no ensino superior.
Ribeiro, Luiz Vicente Fonseca. „Pobreza e riqueza no Brasil: análise de classes do período 2002-2014“. Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/5589.
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Nossa tese é de que a distribuição desigual de ativos produtivos importantes afeta as possibilidades de vida de milhões de pessoas. Os problemas relacionados à conceituação e à mensuração de pobreza e riqueza continuam a desafiar os especialistas, mas algumas contribuições foram feitas nos últimos anos a fim de caracterizar os fenômenos e de explicar os diferenciais encontrados nas chances de ser rico ou nos riscos de ser pobre. Aproveitando essa tendência, nosso trabalho analisa o problema da pobreza e as questões relativas à riqueza no Brasil, sob uma perspectiva sociológica, avaliando os resultados por meio de clivagens sociais relevantes, em especial a de classes sociais. Utilizamos os dados das PNADs de 2002 a 2014 para comparar a evolução dos indicadores de pobreza e riqueza no país. A partir de modelos logísticos foi possível considerar o nível e a tendência das probabilidades de pobreza e de riqueza em razão das diversas categorias dos grupos sociais. A definição de pobreza é feita a partir de diferentes conceitos e operacionalizada em diferentes espaços. Para definição dos ricos, utilizamos o ordenamento da renda mensal de todas as fontes, com linhas traçadas para os 10%, 5% e 1%. Nossos resultados mostram a melhora da situação da população em relação às condições de sobrevivência e atendimento das necessidades básicas, ao mesmo tempo que permanecem muito vivas as distinções de classe e outras clivagens para noções mais relativistas de pobreza e também para as chances de riqueza.
Our thesis is that the unequal distribution of important assets affects the possibilities of life of millions of people. The problems related to the conceptualization and measurement of poverty and wealth continue to challenge the specialists, but some contributions have been made in recent years in order to characterize the phenomena and to explain the differentials found in the chances of being rich or the risks of being poor. Taking advantage of this trend, our work looks at the problem of poverty and the issues of wealth in Brazil, under a sociological perspective, assessing the results through relevant social divides, especially of social classes. We use data from the PNAD 2002-2014 to compare the evolution of the indicators of poverty and wealth in the country. Through logistic models was possible considering the level and trend of the probabilities of poverty and wealth as a result of the various categories of social groups. The definition of poverty is take from different concepts and operationalized in different spaces. For definition of the rich, we use the monthly income from all sources, with lines drawn for the 10%, 5% and 1% richer. Our results show the improvement of the situation of the population in relation to survival conditions and meeting the basic needs, while at the same time remain very vivid the distinctions of class and other divisions for more relativistic notions of poverty and also to the chances of wealth.
Conforti, Giovanni, Christian Léonard, Rüdiger Murr und Sylvie Roelly. „Bridges of Markov counting processes : reciprocal classes and duality formulas“. Universität Potsdam, 2014. http://opus.kobv.de/ubp/volltexte/2014/7185/.
Der volle Inhalt der QuelleJančenkas, Ernestas. „Kratologija: galios ir kai kurių jos aspektų analizė naudojantis šiuolaikinėje politinėje filosofijoje formuluojamomis teorijomis“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140722_103118-44592.
Der volle Inhalt der QuelleThe work deals with the analysis of power and its various aspects, namely economic power, political power and power-knowledge. Throughout the work various models are used that are drawn from various contemporary authors, M. Foucault, M. N. Rothbard, G. Deleuze, Z. Bauman among them. The work tries to answer the question posed by M. Foucault: How does Power create truth-discourses that have such a great effect upon us? To answer this question the tradition of socialism is analyzed. The analysis of socialism provides a clear cut example how Power can be augmented via various discourses that are sympathetic towards its growth and how various attempts by the Power to suppress socialism have actually entrenched and radicalized the socialist discourse among its adherents.
Asri, Paramita, und Nikolaos Tsourounakis. „The Eye of Co-Creation: A Guide for Governance of Cultural Co-Creative Projects : Taking Umeå 2014 European Capital of Culture as a Case Study“. Thesis, Umeå universitet, Företagsekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-85513.
Der volle Inhalt der QuelleParedes, Espejo David Eduardo. „La clase media en el Perú en los años 2012 y 2017“. Bachelor's thesis, Pontificia Universidad Católica del Perú, 2020. http://hdl.handle.net/20.500.12404/16723.
Der volle Inhalt der QuelleBücher zum Thema "Class of 2014"
Institute, Intercollegiate Studies. The leadership class of 2014. Wilmington, DE: Intercollegiate Studies Institute, 2014.
Den vollen Inhalt der Quelle findenVarma, Pavan K. The new Indian middle class: The challenge of 2014 and beyond. Noida: HarperCollins Publishers India, 2014.
Den vollen Inhalt der Quelle findenPark, George S. The class of 2014: Preserving access to California higher education. Santa Monica: Rand, 1998.
Den vollen Inhalt der Quelle findenAhmed, Rahid. Study on priority health needs of female RMG workers and community influences on their health seeking behavior, 2014. Dhaka, Bangladesh: SNV Netherlands Development Organisation, 2015.
Den vollen Inhalt der Quelle findenMainguy, Daniel. L'action de groupe en droit français: Après la loi Hamon du 17 mars 2014. Issy-les-Moulineaux: Gazette du Palais, Lextenso éditions, 2014.
Den vollen Inhalt der Quelle findenMahāsaṅgha, Nepāla Ṭreḍa Yūniyana, Hrsg. Transformation, by building workers' power: GEFONT policy document adopted by 6th National Congress, March 28-31, 2014, Kathmandu. Kathmandu: General Federation of Nepalese Trade Unions, 2014.
Den vollen Inhalt der Quelle findenUnited States. Congress. Senate. Committee on Finance. Innovative ideas to strengthen and expand the middle class: Hearing before the Committee on Finance, United States Senate, One Hundred Thirteenth Congress, second session, March 13, 2014. Washington: U.S. Government Printing Office, 2014.
Den vollen Inhalt der Quelle findenRoberts, Lyle, und Jonathan K. Youngwood. Handling a securities case 2014: From investigation to trial and everything in between. New York, N.Y: Practising Law Institute, 2014.
Den vollen Inhalt der Quelle findenSretkov, Borislav. The clash China-USA 2018-2019. [Bulgaria]: Borislav Sretkov, 2021.
Den vollen Inhalt der Quelle findenHarare (Zimbabwe). City Health Department. 2010-2015: Crafting a world class health service : strategic plan. Harare: City of Harare, City Health Dept., 2010.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Class of 2014"
Shahriari, Arash, Jose M. Alvarez und Antonio Robles-Kelly. „Class-Driven Color Transformation for Semantic Labeling“. In Computer Vision -- ACCV 2014, 436–51. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16811-1_29.
Der volle Inhalt der QuelleFu, Jianlong, Jinqiao Wang, Xin-Jing Wang, Yong Rui und Hanqing Lu. „What Visual Attributes Characterize an Object Class?“ In Computer Vision -- ACCV 2014, 243–59. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16865-4_16.
Der volle Inhalt der QuelleDencker, Nils. „A class of solvable operators“. In Geometrical Optics and Related Topics, 141–77. Boston, MA: Birkhäuser Boston, 1997. http://dx.doi.org/10.1007/978-1-4612-2014-5_8.
Der volle Inhalt der QuelleZheng, Enliang, Ke Wang, Enrique Dunn und Jan-Michael Frahm. „Joint Object Class Sequencing and Trajectory Triangulation (JOST)“. In Computer Vision – ECCV 2014, 599–614. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10584-0_39.
Der volle Inhalt der QuellePapadopoulos, Dim P., Alasdair D. F. Clarke, Frank Keller und Vittorio Ferrari. „Training Object Class Detectors from Eye Tracking Data“. In Computer Vision – ECCV 2014, 361–76. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10602-1_24.
Der volle Inhalt der QuelleKrawczyk, Bartosz, und Michał Woźniak. „Handling Label Noise in Microarray Classification with One-Class Classifier Ensemble“. In ICT Innovations 2014, 351–59. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-09879-1_35.
Der volle Inhalt der QuelleJain, Lalit P., Walter J. Scheirer und Terrance E. Boult. „Multi-class Open Set Recognition Using Probability of Inclusion“. In Computer Vision – ECCV 2014, 393–409. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10578-9_26.
Der volle Inhalt der QuelleZhao, Jianhua, Xiaoli Yao und Yuheng Zhao. „The Opportunities, Challenges and Countermeasures of Developing the Logistics in “Third and Fourth-Class Cities” Based on SRCT“. In LISS 2014, 21–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-43871-8_4.
Der volle Inhalt der QuelleKrawczyk, Bartosz, und Michał Woźniak. „Hypertension Type Classification Using Hierarchical Ensemble of One-Class Classifiers for Imbalanced Data“. In ICT Innovations 2014, 341–49. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-09879-1_34.
Der volle Inhalt der QuelleTejani, Alykhan, Danhang Tang, Rigas Kouskouridas und Tae-Kyun Kim. „Latent-Class Hough Forests for 3D Object Detection and Pose Estimation“. In Computer Vision – ECCV 2014, 462–77. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10599-4_30.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Class of 2014"
Heinz, Manuela, Mary Fleming, Pauline Logue und Joseph McNamara. „Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement“. In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.
Der volle Inhalt der Quelle„IEEE Fellows - AESS class of 2014“. In 2014 IEEE Radar Conference (RadarCon). IEEE, 2014. http://dx.doi.org/10.1109/radar.2014.6875522.
Der volle Inhalt der QuelleKim, Jeong Ah, Hae Ha Heo und HeeHyun Lee. „Flipped learning model for Management Class“. In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.71.14.
Der volle Inhalt der QuelleHadjadji, Bilal, Youcef Chibani und Yasmine Guerbai. „Multiple One-Class Classifier Combination for Multi-class Classification“. In 2014 22nd International Conference on Pattern Recognition (ICPR). IEEE, 2014. http://dx.doi.org/10.1109/icpr.2014.488.
Der volle Inhalt der QuelleBeltran, Ramon A. „Class-F and inverse class-F power amplifier loading networks design based upon transmission zeros“. In 2014 IEEE/MTT-S International Microwave Symposium - MTT 2014. IEEE, 2014. http://dx.doi.org/10.1109/mwsym.2014.6848269.
Der volle Inhalt der QuelleHeo, Hae Ja, und Min Ryeol Choi. „Flipped Learning in the middle school math class“. In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.71.22.
Der volle Inhalt der QuelleLee, Jun-Ha, und Dae-Kyoo Kim. „Measuring Class Cohesion Based on Iterative Process Using External Class Relationships“. In 2014 14th International Conference on Quality Software (QSIC). IEEE, 2014. http://dx.doi.org/10.1109/qsic.2014.25.
Der volle Inhalt der QuelleIIJIMA, Mutsumi. „Potential of Metaphor Teaching in Class - TEFL class in Japan“. In Annual International Conference on Cognitive and Behavioral Psychology (CBP 2014). GSTF, 2014. http://dx.doi.org/10.5176/2251-1865_cbp14.50.
Der volle Inhalt der QuelleOsman, Mohd Hafeez, Michel R. V. Chaudron, Peter van der Putten und Truong Ho-Quang. „Condensing reverse engineered class diagrams through class name based abstraction“. In 2014 Fourth World Congress on Information and Communication Technologies (WICT). IEEE, 2014. http://dx.doi.org/10.1109/wict.2014.7077321.
Der volle Inhalt der QuelleEkong, Donald U., und Ramachandran Radharamanan. „Introducing entrepreneurship concepts into a freshman computer programming class“. In SOUTHEASTCON 2014. IEEE, 2014. http://dx.doi.org/10.1109/secon.2014.6950683.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Class of 2014"
Sultan, Sadiqa, Maryam Kanwer und Jaffer Abbas Mirza. The Multi-Layered Minority: Exploring the Intersection of Gender, Class and Religious-Ethnic Affiliation in the Marginalisation of Hazara Women in Pakistan. Institute of Development Studies (IDS), Dezember 2020. http://dx.doi.org/10.19088/creid.2020.005.
Der volle Inhalt der QuelleKvarnström, Tove, und Marie Helsing Västfjäll, Hrsg. Linköping University’s Participation in Horizon 2020 : The European Framework Programme for Research and Innovation 2014–2020. Linköping University Electronic Press, Mai 2023. http://dx.doi.org/10.3384/9789179295998.
Der volle Inhalt der QuelleDodd, Hope, J. Cribbs, David Bowles, Cameron Cheri und Jeffrey Williams. Aquatic community monitoring at Effigy Mounds National Monument, 2008?2017. National Park Service, 2023. http://dx.doi.org/10.36967/2300634.
Der volle Inhalt der QuelleLey, Matt, Tom Baldvins, David Jones, Hanna Pilkington und Kelly Anderson. Vegetation classification and mapping: Gulf Islands National Seashore. National Park Service, Mai 2023. http://dx.doi.org/10.36967/2299028.
Der volle Inhalt der QuelleCosta, Sérgio. Unequal and Divided The Middle Classes in Contemporary Brazil. Maria Sibylla Merian Centre Conviviality-Inequality in Latin America, Juni 2022. http://dx.doi.org/10.46877/costa.2022.45.
Der volle Inhalt der QuelleSmith, Paul N., David R. J. Gill, Michael J. McAuliffe, Catherine McDougall, James D. Stoney, Christopher J. Vertullo, Christopher J. Wall et al. Prosthesis Types with No or Minimal Use: Supplementary Report. Australian Orthopaedic Association, Oktober 2023. http://dx.doi.org/10.25310/sqov6470.
Der volle Inhalt der QuelleCutler, Theresa Elizabeth, und Jesson D. Hutchinson. NCSP NCERC Class Pictures February 2016. Office of Scientific and Technical Information (OSTI), März 2016. http://dx.doi.org/10.2172/1242921.
Der volle Inhalt der QuelleDatta, Sandip, und Geeta Kingdon. Class Size and Learning: Has India Spent Too Much on Reducing Class Size? Research on Improving Systems of Education (RISE), Januar 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/059.
Der volle Inhalt der QuelleMcMakin, Andrea H. Nonproliferation Graduate Fellowship Program, Annual Report, Class of 2012. Office of Scientific and Technical Information (OSTI), September 2013. http://dx.doi.org/10.2172/1095448.
Der volle Inhalt der QuelleMcMakin, Andrea H. Nonproliferation Graduate Fellowship Program Annual Report: Class of 2011. Office of Scientific and Technical Information (OSTI), August 2012. http://dx.doi.org/10.2172/1048617.
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